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Received the 'highly commended' award by the Society for
Educational Studies for books published in 2010. What is learned in
universities today? Is it what students expect to learn? Is it what
universities say they learn? How far do the answers to questions
such as these differ according to what, where and how one studies?
As higher education has expanded, it has diversified both in terms
of its institutional forms and the characteristics of its students.
However, what we do not know is the extent to which it has also
diversified in terms of 'what is learned'. In this book, the
authors explore this question through the voices of higher
education students, using empirical data from students taking 15
different courses at different universities across three subject
areas - bioscience, business studies and sociology. The study
concentrates on the students' experiences, lives, hopes and
aspirations while at university through data from interviews and
questionnaires, and this is collated and assessed alongside the
perspectives of their teachers and official data from the
universities they attend. Through this study the authors provide
insights into 'what is really learned at university' and how much
it differs between individual students and the universities they
attend. Notions of 'best' or 'top' universities are challenged
throughout, and both diversities and commonalities of being a
student are demonstrated. Posing important questions for higher
education institutions about the experiences of their students and
the consequences for graduates and society, this book is compelling
reading for all those involved in higher education, providing
conclusions which do not always follow conventional lines of
thought about diversity and difference in UK higher education.
Received the highly commended award by the Society for
Educational Studies for books published in 2010.
What is learned in universities today? Is it what students
expect to learn? Is it what universities say they learn? How far do
the answers to questions such as these differ according to what,
where and how one studies?
As higher education has expanded, it has diversified both in
terms of its institutional forms and the characteristics of its
students. However, what we do not know is the extent to which it
has also diversified in terms of what is learned . In this book,
the authors explore this question through the voices of higher
education students, using empirical data from students taking 15
different courses at different universities across three subject
areas bioscience, business studies and sociology. The study
concentrates on the students experiences, lives, hopes and
aspirations while at university through data from interviews and
questionnaires, and this is collated and assessed alongside the
perspectives of their teachers and official data from the
universities they attend.
Through this study the authors provide insights into what is
really learned at university and how much it differs between
individual students and the universities they attend. Notions of
best or top universities are challenged throughout, and both
diversities and commonalities of being a student are demonstrated.
Posing important questions for higher education institutions about
the experiences of their students and the consequences for
graduates and society, this book is compelling reading for all
those involved in higher education, providing conclusions which do
not always follow conventional lines of thought about diversity and
difference in UK higher education.
All of human experience flows from bodies that feel, express
emotion, and think about what such experiences mean. But is it
possible for us, embodied as we are in a particular time and place,
to know how people of long ago thought about the body and its
experiences? In this groundbreaking book, three leading experts on
the Classic Maya (ca. AD 250 to 850) marshal a vast array of
evidence from Maya iconography and hieroglyphic writing, as well as
archaeological findings, to argue that the Classic Maya developed a
coherent approach to the human body that we can recover and
understand today.
The authors open with a cartography of the Maya body, its parts
and their meanings, as depicted in imagery and texts. They go on to
explore such issues as how the body was replicated in portraiture;
how it experienced the world through ingestion, the senses, and the
emotions; how the body experienced war and sacrifice and the pain
and sexuality that were intimately bound up in these domains; how
words, often heaven-sent, could be embodied; and how bodies could
be blurred through spirit possession.
From these investigations, the authors convincingly demonstrate
that the Maya conceptualized the body in varying roles, as a
metaphor of time, as a gendered, sexualized being, in distinct
stages of life, as an instrument of honor and dishonor, as a
vehicle for communication and consumption, as an exemplification of
beauty and ugliness, and as a dancer and song-maker. Their findings
open a new avenue for empathetically understanding the ancient Maya
as living human beings who experienced the world as we do, through
the body.
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Man Day (Paperback)
Terence Houston, David Houston, Joshua Houston
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R369
Discovery Miles 3 690
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Ships in 10 - 15 working days
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How the body responds to high altitude--the classic study revised
for the latest scientific findings. Cutting-edge information on how
to prevent, diagnose, and treat altitude illness and hypoxia in
everyday life.
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